Institute Core Practices Groups - Classroom Assessments

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EXERCISE #1: "I USED TO THINK.../NOW I THINK..."

Institute attendees were asked to reflect and comment on areas of concern that would foster future collaboration and support soft evaluation steps. Reflective statements were submitted by team members in response to the following question:

"I used to think...now I think" about each of the core practices (classroom assessments, classroom exchanges, and faculty inquiry)

**CLASSROOM ASSESSMENTS**

**CLASSROOM EXCHANGES**

**FACULTY INQUIRY**











Classroom Assessments:
  1. I used to think...they were meant for me to learn something about student understanding. Now I think...they can help make the students feel heard.
  2. I used to think...CAT's were difficult to make time for. Now I think...I feel more confident.
  3. I used to think...that quizzes and exams were the only ways to evaluate student understanding. Now I think...it is only one very limited method.
  4. I used to think...Classroom Assessment was too time consuming. Now I think...they are worth the time.
  5. I used to think...I had a more limited view of assessment. Now I think...assessment is continuous, critical and varied.
  6. I used to think...it took a lot of energy/time. now I think...they are very easy to implement.
  7. I used to think...I need to wait till I grade a test to know where my students stand. Now I think...I know I can get instant feedback.
  8. I used to think...CATs were too burdensome. Now I think...it's okay to do only one CAT to get started and what matters is how I respond to students' CAT answers.
  9. I used to think...formative assessment would be difficult for other people to implement. Now I think...that there is hope!
  10. I used to think...classroom assessment had to be cumbersome. Now I think... they can be short, directed and effective.
  11. I used to think...assessments were graded quizzes and tests. Now I think...classroom assessments can be quick with results used to increase understanding.
  12. I used to think...I need to "do something" to clear up questions from CATS. Now I think...I can pose info and have students help clear up questions.
  13. I used to think...this is a good idea that I learned 2 yrs ago. Now I think...I want to share this with everyone (my colleagues).
  14. I used to think...that CATS were time consuming (MORE to read/grade/etc). Now I think...they could actually SAVE TIME.
  15. I used to think..assessment was time consuming and I already have enough papers to loo at! Now I think...I realize most of these are quick & easy and will provide much needed immediate feedback. I shouldn't just look for the obviously confused faces.
  16. I used to think...Classroom Assessment techniques were useful in my classroom. Now I think...they are useful to at least some extend, in anyone's classroom.
  17. I used to think...that I did this fairly well and often. Now I think...I must be intentional for obtaining useful info.
  18. I used to think...the muddiest point was most useful. Now I think...Concept Tests are excellent! Thanks Jan for reminding us.
  19. I used to think...we had to develop a "perfect" assessment before engaging the department. Now I think...there will be great value in experimentation and reflection.
  20. I used to think...Classroom assessment was not a teaching tool. Now I think...it is a teaching tool.
  21. I used to think...Classroom Assessment was quizzes and tests. Now I think...they can be more active and informative for both teachers and students.
  22. I used to think...CATs were time consuming. Now I think...they need not be.
  23. I used to think...that CATs were overwhelming. Now I think...they may be very helpful.
  24. I used to think...time consuming and difficult. Now I think...it does not have to be.
  25. I used to think...not sure how to start. Now I think...may have a clue how to start.
  26. I used to think...it required detailed consideration of every student's responses (time intensive even outside of class). Now I think...it's okay to focus on the big picture and pick up a little of the "texture".
  27. I used to think...classroom assessment consisted of quizzes, tests, and a final. Now I think...CA happens everyday, in multiple fashions, informs my teaching & engages students' thinking.
  28. I used to think...that faculty filled it out to meet accreditation requirements. Now I think...I can use it more directly to tailor instruction and help students.
  29. I used to think...CATS are a luxury - if I had time after I had covered the material I would be able to do a CAT. Now I think...CATS are an essential piece of student learning in my classroom.
  30. I used to think...CA was valuable and should/could be done often. Now I think...this is still true.
  31. I used to think...CA was a mini test/quiz embedded into a class. Now I think...it has many forms and contributes to many aspects of the teaching/learning endeavor.
  32. I used to think...that classroom assessment was accomplished by the tests and quizzes I gave. Now I think...it needs to occur more often in little ways - not necessarily graded items.
  33. I used to think...that this is just another "technique" that takes classroom time and attention. Now i think...it's cool for a quick idea where your students are.
  34. I used to think...that it would take a considerable amount of time to prepare them & use them. Now I think...that it is more manageable.